At Churchend Primary Academy, we recognise our legal and ethical duty to promote the well-being of pupils at our academy, protect them from harm, and take appropriate action where we have concerns. We understand that we have a primary responsibility for the care, welfare and safety of the pupils in our charge and we will carry out this duty through our teaching and learning, extra-curricular activities, pastoral care and extended school activities.

At Churchend Primary Academy, we aim to adopt an open and accepting attitude towards children as part of our responsibility for their pastoral care. We hope that parents and children will feel free to talk about any concerns and will see school as a safe place if there are any difficulties at home.

If you have any concerns about a child or would like some advice or support please speak to the Designated Safeguarding Lead, Mrs Helen Clark (Headteacher) or one of the Deputy Designated Safeguarding Leads, Mrs Sian Smithers (Deputy Headteacher), Miss Olivia Hardy (Assistant Headteacher), Mrs Carolyn Baines (Family Liaison Lead) or Mrs Dawn Thompson (Wrap Around Care Manager).

Early Years staff who currently hold a full 12 hour paediatric first aid qualification:

Mrs Pat Phillips

Miss Denise Croshaw

Miss Cara Ilsley

Mrs Shima Amin

At lunch time the lunch time carers with a full 12 hour paediatric first aid qualification are:

Mrs Rachel Jackson

Miss Hannah Izzard

Mrs Lorna Thorner

Miss Shannon Allen

Miss Lisa Beasley

Mrs Kath Bexx

Mr Joel Penson

Within the Early Years Foundation Stage, there are seven areas of learning and development that  shape educational programmes in both nursery and reception classes. All areas of learning and development are important and inter-connected. There are three ‘prime’ areas and these are essential for building children’s enthusiasm and capacity to learn. The remaining four ‘specific’ areas are through which the 'prime' areas are strengthened and applied.

The seven areas of learning and development are:

Prime areas

Communication and Language

The development of children’s spoken language underpins all seven areas of learning and development. This involves developing good listening skills and maintaining attention. It includes how children speak to their peers and adults in back and forth interactions, using new vocabulary and understanding what has been said to them.

Personal, Social and Emotional Development

The development of personal, social and emotional skills is crucial for children to lead healthy and happy lives, and is fundamental to their cognitive development. This area involves developing positive attitudes to learning, social skills, respect for others and emotional well-being. Children will also learn how to lead healthy lives and manage personal needs independently.

Physical Development

Physical activity is vital in children’s all-round development, enabling them to pursue happy, healthy and active lives. Gross motor skills provide the foundation for developing healthy bodies and social and emotional well-being. Fine motor control and precision helps with hand-eye co-ordination. This involves improving skills in movement and co-ordination, manipulation and control.

Specific areas

Literacy

Children develop their communication and language skills in reading and writing. Language comprehension is developed through stories, songs and rhymes and word reading through the teaching of phonics to read words independently. Writing is the articulation of ideas, transcribed through handwriting and spelling skills.

Mathematics

Children learn to count confidently, develop a deep understanding of the numbers to 10, the relationships between them and the patterns within those numbers. Children will also develop their spatial reasoning skills across all areas of mathematics including shape, space and measures.

Understanding the World

Children learn to make sense of the world around them and their community. They are encouraged to observe and ask questions, noticing similarities and differences whilst learning new vocabulary. A range of experiences, visits, stories and non-fiction, enhances their knowledge of the diverse world in which they live.

Expressive arts and design

Children develop artistic and cultural awareness to support their imagination and creativity. They have regular opportunities to engage with the arts, enabling them to explore and play with a wide range of media and materials, They experience quality and variety in what they see, hear and participate in developing their understanding, self-expression, vocabulary and ability to communicate through the arts.

The level of development children will be expected to have attained by the end of the EYFS is defined by the Early Learning Goals (ELGs). The majority of children will achieve most of the early learning goals by the end of the reception year. The ELGs should support teachers to make an holistic, best-fit judgement about a child’s development, and their readiness for year 1.

During the first six weeks after your child has started in reception, school staff will carry out the statutory Reception Baseline Assessment. This is to gain an understanding of your child’s knowledge and skills as they start at Churchend Primary Academy.

This also assesses children’s attitudes to learning, social skills, confidence and self-esteem. It also is an opportunity to find out what language knowledge they have regarding letters of the alphabet, stories and early writing skills. There is also assessment of knowledge of numbers and counting skills.

These assessments are carried out in a non-threatening way and as part of daily classroom activities. They are used to gain an insight into the children’s strengths and areas where they need additional support. This information helps us to plan activities appropriate to each individual child’s needs so that we can help them to build upon their strengths and further develop their skills. You are welcome to discuss these assessments with a member of staff. The first Parents’ Consultation Evening is a good opportunity to do so or earlier if you prefer.

During your child’s time in the nursery and reception class an Early Years Foundation Stage Profile is kept in an electronic learning journal called "Evidence Me". This is a record of your child’s achievements in each of the 7 areas of learning. It includes, completed work, observations by staff and photos of your child. It is a celebration of your child’s successes whilst at school and at home.

Information from your child’s previous setting is invaluable and will contribute to this profile. Staff in the nursery and reception classes meet to discuss individual children’s needs and achievements to aid transition from one class to the next. If your child did not attend nursery at the academy we aim to contact the staff at their current setting and/or make a visit to find out as much about your child as possible. The previous setting will usually send on records and information to help us gain further understanding of your child.

However, the most effective way we find out about your child is from you as parents and carers. We aim to complete home visits at the beginning of the term before your child starts in nursery or reception. Please let us know anything about your child that you think will help them settle in to the school. This is particularly important if you or your child has concerns or worries or if circumstances at home change which may have an effect on your child whilst he or she is at school. Providing excellent care and education for your child is our priority and we do this best working in partnership with parents and carers.

At the end of your child's reception year the profile is completed and we will report to you how your child is doing in all the areas of learning and if they have achieved their Early Learning Goals. Some children will be at the expected level and some children will be emerging into the level. This information is also shared with year 1 staff so your child's learning will continue at an appropriate starting point as they leave reception and are ready for the challenges of the National Curriculum in year 1 and beyond.